3 Questions Reveal Whether You Are Maximizing CLASS Observation Data

Okay, it’s a little late for a new year’s resolution. But, let’s face it, we’re all just finally back to full speed after the holiday break. Let’s make a resolution to actually use the data we are spending all this time and energy collecting!

You’ve trained observers who collect reliable CLASS data. You can run reports on your CLASS data. You’ve learned how to use data to tailor professional development in myTeachstone (see: Data Courses). But how do you show you are improving teaching practices?

The truth is, planned and purposeful program monitoring lets you show the impact of PD. To achieve this, you need a strong data collection plan. See the graph below, which shows an example of program-level CLASS data collected over time. This observation data was collected during a specific "window" (every year in October), so that it could be prepared to show progress over time. Can you do this with your data?

So how does your program compare? Answer these three questions, then use the chart below to see if you’re maximizing your data.

1. My program conducts CLASS Observations ...

a. For all classrooms in our program

b. Outside observers conduct CLASS observations and send me the data

c. For some classrooms in our program

d. Outside observers conduct CLASS observations but we don't have access to the data

e. We don't conduct CLASS observations

2. Do you use CLASS data to choose and assign PD in myTeachstone?

a. Yes

b. No

3. Do you have specific times (i.e., "windows") during which you collect formal CLASS observations? For example: once a year during a specific month, or at the beginning and end of the school year.

It’s been a great year. You have just conducted some professional development trainings for the group of teachers you are coaching. You got the opportunity to visit their classrooms and see them in action, do formal and informal CLASS observations, and had countless coaching conversations. You see that it’s all beginning to click. You have the teachers’ buy-in, and the motivation is high.

Image: Edward Zigler, assisted by Marilyn M. Smith, presents the first CDA Credential to Margaret E. Wright on July 24, 1975, in Washington, DC (Source - Council for Professional Recognition).

For 54 years, Head Start has prepared children for Kindergarten by providing services that foster growth in their physical, cognitive, social, and emotional development. In the words of former President Obama, “For millions of families, Head Start has been a lifeline. And for millions of kids, it’s been the start of a better life.”

Before the 2019 InterAct Class Summit in Nashville was even over, we were already excitedly planning 2020! But before we get too ahead of ourselves, let's take a quick look back at the incredible presenters, attendees, and staff that made 2019 possible. We had nearly 400 participants from all backgrounds—teachers, caregivers, mentors, coaches, trainers, implementation leaders, administrators, assessors, researchers, and more. However, their common passion for improving classroom interactions and empowering life-changing teachers was evident.